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Building collaborative structures that will promote teacher leadership in a primary school
Author
Tan, Bin Eng
Supervisor
Ng, David Foo Seong
Abstract
This study explored three types of collaborative structures that are put in place to promote teacher leadership development in two primary schools. Specifically, the study examined teachers' perception of the impact of collaborative structures such as Work Improvement Teams, Learning Circles and Grade Level Teams on promoting teacher leadership development.
Data was obtained through three surveys, each with 45 similar questions. The three similar surveys were administered to 15 teachers from one primary school and 30 teachers from another primary school. All the 45 teachers from the two primary schools had participated in all the three collaborative structures mentioned. The teachers assessed the impact of each collaborative structure on their own leadership development. The results of the survey on the three different surveys were compared and analysed to find out whether each collaborative structure had impacted on their teacher leadership development and which of the three collaborative structures had the greatest impact on teacher leadership development. It was also to test the null hypothesis that there was no significant difference among the collaborative structures in promoting teacher leadership development.
- broad-based participation in the work of leadership;
- skilful participation in the work of leadership;
- inquiry-based use of information to inform shared decisions and practice;
- roles and responsibilities that reflect broad involvement and collaboration;
- reflective practice and innovation as the norm;
- high student achievement
(Lambert, 1998: 16-17).
Conclusions drawn from this research indicated that teacher participation in collaborative structures set up for them to come together to learn with and from one other had impacted on their teacher leadership development. The collaborative structures and their underlying principles of collaborative learning influenced and drove behaviours and habits of mind in collaborative learning and development. The structures promoted a collegial learning environment and created opportunities for teachers to perform roles in the six dimensions of teacher leadership development researched by Linda Lambert. The underlying principles and designs of collaborative structures influenced and drove specific desired habits of mind and behaviours in their principles and designs for teacher leadership development. However, there is no significant difference among the collaborative structures in promoting teacher leadership development.
Data was obtained through three surveys, each with 45 similar questions. The three similar surveys were administered to 15 teachers from one primary school and 30 teachers from another primary school. All the 45 teachers from the two primary schools had participated in all the three collaborative structures mentioned. The teachers assessed the impact of each collaborative structure on their own leadership development. The results of the survey on the three different surveys were compared and analysed to find out whether each collaborative structure had impacted on their teacher leadership development and which of the three collaborative structures had the greatest impact on teacher leadership development. It was also to test the null hypothesis that there was no significant difference among the collaborative structures in promoting teacher leadership development.
- broad-based participation in the work of leadership;
- skilful participation in the work of leadership;
- inquiry-based use of information to inform shared decisions and practice;
- roles and responsibilities that reflect broad involvement and collaboration;
- reflective practice and innovation as the norm;
- high student achievement
(Lambert, 1998: 16-17).
Conclusions drawn from this research indicated that teacher participation in collaborative structures set up for them to come together to learn with and from one other had impacted on their teacher leadership development. The collaborative structures and their underlying principles of collaborative learning influenced and drove behaviours and habits of mind in collaborative learning and development. The structures promoted a collegial learning environment and created opportunities for teachers to perform roles in the six dimensions of teacher leadership development researched by Linda Lambert. The underlying principles and designs of collaborative structures influenced and drove specific desired habits of mind and behaviours in their principles and designs for teacher leadership development. However, there is no significant difference among the collaborative structures in promoting teacher leadership development.
Date Issued
2003
Call Number
LB2806 Tan
Date Submitted
2003